Item Response Theory Analysis of Self-Reported Social-Emotional Learning Competencies in an Australian Population Cohort Aged 11 Years

Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the 2015 Middle Childhood Survey, administered to a representative subsample of the New South Wales Child Development Study cohort, comprising sixth grade students (n = 26,837; aged 11-12 years) attending primary school in New South Wales, Australia. Exploratory and confirmatory factor analyses assessed the latent structure of social-emotional competencies, and item response theory and construct validity analyses evaluated the reliability, validity, and psychometric properties of the derived measure. A correlated five-factor model outperformed other latent structures (one-factor, higher order, and bifactor models) and was consistent with the framework developed by the Collaborative for Academic, Social, and Emotional Learning that informs the Australian school-based social-emotional learning curriculum, incorporating the following: Self-Awareness; Self-Management; Social Awareness; Relationship Skills; and Responsible Decision-Making. This brief (20-item), psychometrically sound, self-report measure of social-emotional competencies in middle childhood provides capacity for exploration of these skills as mediators and moderators of developmental outcomes across the life span. Impact and Implications This study developed a psychometrically sound, brief (20-item), self-report questionnaire that measures the five "Collaborative for Academic, Social, and Emotional Learning" social-emotional competencies during middle childhood. The measure supports the assessment of these competencies in classroom-based and population (epidemiological) surveys, potentially providing information regarding current student strengths and support needs that might guide the selection and provision of school-based social-emotional learning programs.